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Fammuny, Raji M.Handbook for Graduate Teaching Assistants andInstructional Assistants.Michigan Univ., Ann Arbor. Dept. of Near EasternStudies.7377p.

MF -$C.76 HC-$4.43 PLUS POSTAGEBibliographies; *College Language Programs; CollegeTeachers; *Language Instruction; Language Teachers;Lesson Plans; Modern Languages; Program Guides;Student Teaching; Teacher Aides; *Teacher Education;Teacher Evaluation; Teacher Qualifications; *TeachingGuides; *Teaching Methods; TestsNear Eastern Studies

This handbook is primarily designed for GraduateTeaching Assistants (GTAs), Instructional Assistants (IAs) andTeacher Trainees (TTs) in the Department of Near Eastern Studies(NES), Formerly Department of Near Eastern Languages and Literatures,at the University of Michigan. The contents of the Handbook, however,can be of service to all teacher training programs in the UnitedStates and abroad. The Handbook consists of two parts. Part Icontains policies and regulations relating to the appointments andresponsibilities of GTAs and IAs and the relationships between themand supervising course instructors. Part II provides usefulinformation needed for basic orientation and training of prospectivelanguage teachers, regardless of their language specialization. Ofspecial interest are: outlines of NES Methods Course; sample lessonplans, based on actual classroom teaching, demonstrating variousteaching techniques; sample tests; samples of GTA evaluation reportand NES course evaluation; some observations derived from NES TeacherTraining Seminars and video-tape demonstrations for prospectivelanguage teachers. At the end of Part II, a reading list, arrangedalphabetically by author and subject matter and relating to languagelearning and teaching, is provided. (Author)

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HANDBOOK FOR GRADUATE TEACHING ASSISTANTS

and

INSTRUCTIONAL ASSISTANTS

Raft M. Ramraurky

DEPARTMENT OF NEAR EASTERN LANGUAGES AND LITERATURESTHE UNIVERSITY OF MICHIGAN

ANN ARBOR, MICHIGAN

1973

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, ..

INTRODLCTION

This Handbook is primarily designed for Graduate reaching Assistants(GTAs) and Instructional Assistants ((As) in the Department of Near EasternLanguages and Literatures (NELL). It consists of two parts. Part I in-cludes policies and regulations relating to GTA/L appointments. It shouldbe made clear that no policy herein may contravene established College orUniversity regulations. Part 11 provides useful information needed for basicorientation and training of prospective teachers in NELL, At the end ofPart II, a reading list is provided so that Graduate Teaching Assistants,Teacher Trainees and Student Teachers may read further according to theirown particular needs and demands

Special thanks a^e due to the following for their participation and helpin the preparation of this Handbook:. members of the NELL Teacher Fram-ing Committee (Dr, Gene Schramm, Mrs, Sabahat Tura Mr. Oded Borowskiand Mr. David Peterson); Dr, Edna Coffin, who contributed so much in re-vising Part I which her GTARA Committee prepared last year, M ZionaKopelovich and Mr. Richard Marrash who provided help in collectL andarranging some of the materials,. Dr. Ernest N. Mc Carus who offeredvaluable comments on various aspects of the Handbook Mrs. Carolyn Cowanwho typed the final copy for the printer;; and all our colleagues and GTAswho contributed direc'iy or indirectly to this Handbook.

The Department of Near Eastern Languages and Literaturos appreciatesthe grant from the Danforth Foundation Fund which made possible the printingof this Handbook.

May 1, 1973 Raji M. RammunyChairmanTeacher Tr-iining Committee

TABLE OF CONTENTS

Introduction i

I. Graduate Teaching Assistants and InstructionalAssistants:, Policies and Regulations 2

A, Graduate Teaching Assistants 2

1. Qualifications 2

2. Perms of Employment 2

3. Procedures of Employment 3

4. Remuneration 4

5., Privileges 4

6. Responsibilities 4

7, Evaluation 5

8. Grievance Procedures 7

9. Termination of Appointment 7

10. Responsibilities of Course InstructorToward Graduate Teaching Assistants 7

B. Instructional Assistants 8

1. Conditions of Employment 8

2., Procedures of Employment 8

3, Responsibilities 8

4, Remuneration 9

C. Pre-Teaching Conference 9

II. Methodologies 10

A. Outlines of NELL Methods Course 865:The Teaching of Near Eastern Languages 10

8. Lessen Plans 12

C. Sample Tests 25

D., Evaluation Forms 49

E. Some Observations for Prospective TeachersFrom Teaching Seminar 62

P. Reading List on Language Teaching andLearning 63

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I, GRADUATE TEACHING ASSISTANTS AND INS f RUCTIONAL ASSISTANTS:POLICIES AND REGULATIONS.

The following guidelines have been designed to ensure complete under-stam:ing of the policies and regulations established by the Department ofNear Eastern Languages and Literatures (NELL) in relation to GraduateTeaching Assistants (GTAs) and Instructional Assistants(lAs) employed bythe Department. These policies and regulations shall be made known tocandidates for the positions of GTA or IA at the time appointments areoffered,

A. GRADUATE TEACHING ASSISTANTS

I, Qualifications.

a. GTA shall preferably be a graduate student in NELL or Linguis-tics:

Preference shall be given to candidates with either a good re-cord of teaching experience or satisfactory completion of thedepartment's methods course (NELL 865)

c: In exceptional cases graduate students with outstanding back-ground and/or qualifications may be considered even if theydo not fit into the first two categories.

Adequate mastery of both the target language and English isrequired,

Terms of Employme.

a, There are three levels of Graduate Teaching Assistant, I, IIand III. As a rule, initial appointments will he made inLevel I, Appointments to Levels II and Ili constitute a p-o-motion based on judgment of excellence,

b. Initial appointments will be made on the seme,ter basis:c. Second-year appointments may be made for th, academic %ear.

d.; Promotions to Levels 11 and III Graduate Teaching Assistantstatus shall be made upon recommendation by The NELLTeacher Training Committee, and will depend on the following:,

(1) Clear evidence of superior performance and promise as areflected by a formal process of evaluation:,

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(2) Good scholastic standing as a graduate student;

(3) Evidence of continuous progress toward the Ph.D.degree at, at least, the normal rate for the depart-ment;

(4) Promotion to Level II requires that the individualshould have served successfully for at least two termsas a GTA in the previous rank; GTAs promoted tothis level are expected to assume more responsibilitythan Level I GTAs;

(5) Promotion to Level III should be reserved for GTAswho have demonstrated outstanding and commendableteaching performance and progress toward degree andare given responsibility for teaching courses in NELLunder the supervision of a faculty member;

(6) In certain instances, and on the recommendation of thecommittee, an individual who is especially well quali-fied may be appointed to ether rank, even though he/she has served as a GTA fur somewhat less than theamount of time stated in (4), or has not yet served,

e, GTAs should adjust their study schedule according toteaching responsibilities. The sum total of hours spentin active teaching an studying (course work) shall be re-stricted to a minimum of nine (9) hours (6 hours of coursework and 3 hours of contact in teaching) and a maximumof fifteen (15) hours (6 hours of course work and 9 hoursof contact in teaching).

f. Service as a GTA at whatever level(,) will ordinarily notextend beyond five calendar years.

3. Procedures of Employment.

a. Positions for GTA shall be advertised and written appli-cations will be received. The applicant will submit abrief resume of pertin!nt experience, the most up-to-datecopy of his transcript and will request three letters ofrecommendation to be sent to the Department..

b. The Committee will review the final list of GTA candidatesand screen out those who fail to meet departmental stan-dards; the names of the eligible candidates and somebackground information shall be provided to the membersof the NELL faculty for their comments and recommenda-tions. The final selection will be made by the course

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instructor with the approval of the Teacher Training Committeeand the Department Chairman.

c. A standard letter specifying terms of employment shall be sentto GTA before final hiring, preferably by April 1 of the pre-ceding Spring. GTA's response to this letter is requiredwithin a period of fifteen (15) days following the date of theappointment offer.

4. Remuneration.

The salary fractions of GTA3 are determined by contact hours andlevel of responsibility for sections taught. The salary scale isdetermined by the College of Literature, ',, ience and the Arts,

Full Time 12 contact hours3/4 time 9 contact hours1/2 time 6 contact hours1/4 time 3 contact hours

The time norm for GTA appoint .ents is base,' on a 40-hour workweek for a full-time appointment, Accordingl% the time norm fora half-time appointment (six contact hours) is approximatelytwenty (20) hours per week on the average for all assigned duties,including all phases of the activitN.

5. Privileges.,

a, GTAs are considered members of the ,taff, on,i as such areentitled to staff benefits and privileges as established byUniver lity policy,

b. GTAs may serve on departmental «mimittees as deemed appro-priate by the department chairman and the 'I ',ocher TrainingCommittee..

6. Respons.oil ales ..

The principal responsibilities of the (,TA shall he as follows:.a. To teach language classes either in collabor.ition with he

Course Instructor (CI) or classes under his supervision:GTAs are responsible for full cooperation with CIs. Thedegree of supervision will depend on the degree of qualifi-cations of GTA,

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b, To pr-pare supplementary teaching materials and implementclass proced,res as necessary and appropriate. GTAs areexpected to be qualified to teach to their field of spec ializa-tion; the more qualified they are the less outside preparationfor class should be required, but it is expected that GTAswill devote all the time necessary for ac_quate preparationsfor class instruction.

c. To observe classes taught by CI and/or experienced GTAsduring their first term of teaching. CIs determine thenumber and type of classes to be observed.

d, To attend the NELL pre-teaching conference and participatein Teacher Training Seminars held during the year,

7. Evaluation.

CIs should provide an on-going critique of GTA's teaching in orderto help judge the quality of their teaching and to point out areas ofstrength and areas needing attention, For this purpose, the NELLTeacher Training Committee has developed two evaluation forms:one for the evaluation of GTAs by the supervising instructors andother NELL staff members, and the other for student evaluation ofthe courses taught by GTAs and/or instructors, (For samples ofGTA evaluation and course evaluation forms see Part II of thisHandbook). Three C;TA evaluation reports filled out by NELLfaculty members and one set of course evaluations filled out bystudents in the GTA's class as stated above should be placed ineach GTA's file by the end of the Fall semester and also by March15 of the Winter semester in order to give the Teacher TrainingCommittee sufficient time to review GTAs' files for reappointmentand promotion purposes.

The following guidelines have been suggested for the implementa-tion of GTA Evaluation and Course Evaluation,

a. GTA Evaluation

It is department policy;(1) That GTAs be informed at the beginning of the term that

their classes will be visited from time to time by NELLstaff members.

(2) That an effort be made to arrange a mutually convenienttime for the evaluation visit and to acquaint the obs,,rvorwith the overall context of the lesson ;.c) be observed.

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(3) That each evaluation isit be followed by a meeting be-tween GTA and observor in order to discuss and clarifythe reactions of the observor and suggest areas needingimprovement.

(4) That each Class Visit Report (CVR) be signed by Aser-vor and GTA visited.;

(5) That GTA disagreement with the contents of the CVR benoted in a written statement to be submitted by GTArepresenting the differences in opinion.; Such a state-ment should be attached to CVR before it is sent to NELLAdministrative Assistant to be placed in the GTA folder.,

(61 That copies of CVR be kept with observor, GTA and inGTA folder.

(7) That Teacher Training Committee review all evaluationreports of GTA in order to make recommendations forrehiring and promotions and also to resolve conflictsresulting from differences in opinion between GTAs andvisitors.

b. Course Evaluation

It is department policy:(1) That Course Evaluation (CE) forms ,ie distributed by

instructors in charge of elementary and intermediatecourses to all language sections at the end of each semester.

12) That each class or section taught by more than one personbe given enough copies of the CE forms in order to pro-vide for evaluation of all the teaching staff involved,

(3) That students be told to fill out CE forms in class andhand them to course instructors.

(4) riat all CE forms be reviewed first by C'Is and GTAs inorder to collect information oncerning their teachinr. and,second by NELL Administration for information related tothe improvement of curriculum and teaching performance.

(5) That information gathered from CE he used the followingsemester for the improvement of methods and for instruc-tional quality as well as for clarification or some pointsor issues which the students have raised:

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8. Grievance Procedures.a., Any grievance arising out of the GTA-Instructor or GTA -

Student relationships should be discussed first by the partiesinvolved., (In the case of GTA-Student problems the discussionshould include the instructor as well). When necessary stu-dent participation should be elicited.

b. When the above procedure fails to resolve issues, the nextstep is recourse to the Teacher Training Committee. if oneof the involved parties is a member of the above committee,he/she will excuse fCmselfil.crself from the discussion:. Re-sults of deliberations should be communicated to the Chairmanof the Department.

c. When the second step fails, an impartial provisional committeecomprising a) the department Chairman; b) a student majoringin the department, preferably an upperclassman; and c) a mem-ber of the faculty not involved in the particular language orarea of study shall be appointed by the Chairman sad chairedby him. The decision of this committee should be a final de-cision. Any other steps involve procedures outside of the de-partmental level, i.e. , on the college level.

9., Termination of Appointment.

A GTA appointment normally terminates at the end of the term(s)specified in his letter of appointment. However, before finaldecisions involving premature terminatioi a GTA appointmentbecause of unsatisfactory teaching performance or conduct aremade, a written notification shall be sent to the GTA by the de-partment Chairman specifying the areas under question andurging the CFA to correct them. A copy of this notificationshould be sent to the Dean of LSA. If the GTA so notified doesnot remedy the situation satisfactorily within a period of twoweeks from the time of the written notification, the procedureIncluded in it,mi (c) above will be followed.

10. Responsibilities of Course Instructor Toward Graduate TeachingAssistants,

The responsibiLties of the Course Instructor shall be as follows:a: To make sure that new GTAs visit a minimum of five (5)

classes taught y him and/or exper'enced GTAs during theirfirst semester of teaching and discuss with them their obser-vations.

b. To visit classes taught by GTAs and discuss with them mattersrelated to their teaching.

c. To guide GTAs in preparing lesson plans for their classes andobserve them while trying them out in class.

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d. To guide GTAs in collecting and/ormaterials required by the course,

e. To provide training in making 'testsespecially for those GTAs who hovemethods course.

preparing the teachirag

and grading them,not attended NELL

f. To collabor-dc with GTAs in making mid-term arid finalexams and in grading them,

--i meet with GTAs in weekly conferences to check on theirschedules and progress and handle their questions.

h. To evaluate GTAs' teaching and progress in order to encourage goodpractices and improve those needing attention. In this regard.CI should fill out two of the GTA Class Visit Reports usedfor GTA evaluation.;

g.

1. To keep a file on all of his observations of GTAs and hismeetings with them.

B. INSTRUCTIONAL ASSISTANTS

1. Conditions of Employment.

a. The IA shall preferably be a graduate student of the Depart-ment of Near Eastern Languages and Literatures,

b. In case such students are not available. an IA can be re-cruited from the outside with appropriate qualifications to bedetermined by the instructor of the course.The IA shall work under the direct supervision of the courseInstructor. He/she is responsible for full cooperation withthe latter and vice versa.

2. Procedure:, of Employment.a. An IA shall be employed for a stated period of time on an

hourly wage basis.b. The supervising instructor is responsible for monitoring the

effectiveness of his/her IA and providing any necessary guidance.

3. Responsibilities.

a. The responsibilities of an IA may include Hi?. following:(1) Preparation of materials complementary to existing

materials.

ii

-9.

(21 Correction of homework and examinations.43) Language Laboratory duties such as supervision of

activities. recording. etc.14) Contact hours in class (drill).15) Office hoe: s.

46) Technical typing.

b. The hours required for any of these is to be determiatd bymutual understanding of both the instructor and the IA inaccordance with the common standards of the University.

c. The course load taken by the IA (i.e. the number of cri.dithours taken by him/her as a student) shall be adjustedaccording to the number of hours required in teaching.(Dna does not apply to non-s'adents, nor to As who donot actually engage in teaching activities.)

4. Remuneration.

Pay shall be on an hourly basis in accordance with Universityregulations.

C. PRE-TEACIUNG CONFERENCE

GTAs and, as appropriate, Le.s are required to attend the NELLpre-teaching conference which is held at the beginning of the Fallsemester each year, as well as Teacher Training Seminars heldduring the year. This will provide GTAs and lAs with some basictraining and orientation needed for their assignments.

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II., METHODOLOGIES

A. OUTLINES OF NELL METHODS COURSE 865(The leaching of Near Eastern Languages )

NELL Methods course 865 (The Teaching of Near Eastern Lang-uages) started in the Fall semester of 1971 as an outcome of the Depart-ment's reorganization of its instructional program. The main purpose ofthis course is to provide prospective teachers of Near Eastern Languagesand Literatures with basic training needed for language teaching regard-less of the trainee's language of specialization,

Students taking this course are of two t) pest, (a) TeacherTrainees (TTs) who have completed a three-year study of a Near Easternlanguage and/or achieved mastery of the language of their specializationand (b) graduate Student Teachers (STs) who are willing to offer assistanceand guidance to elementary and intermediate students who need extra helpin their language studies. TTs take the course in full and do all the workdescribed in the outline below, for five (5) credit hours. STs, on theother hand, are required to undergo minimum training and therefore enrollin this course for two (2) credit hours only. Their training involves anhour of class observation or tutoring and another hour for discussion ofteaching procedures and problems related to their tutoring or readingassignments, The following is the outline for NELL 865:

1. Attendance at a pre-teaching conference.

2. Classroom observation (2 weeks--12 class sessions).TT observes actual teaching in classroom, discusses hisobservations with the Course Instructor (CI) or the SeniorGraduate Teaching Assistant (SGTA) in charge of the course,and then draws up lesson plans of the teaching observedwith the help and guidance of Cl/SGTA.

3., Teaching practice.,a. 15 to 40-minute sessions (4 weeks--once a week),

(1) CliSGTA guides TT in preparing a lesson plan forthe teaching of pronunciation, observes him whiletrying it out in t classroom, and then conferswith him after the class with regard to his teaching.

(2) TT practices teaching a basic text of n lesson, usinga lesson plan., Cl/SGTA does the same as above.

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(3) TT explains grammar to class, using a lesson planas in (1) above.

(4) TT conducts a drill session, using a lesson plan asin (1) above,

b. 50-minute sessions. (2 weeks--once a week).

TT teaches one class session per week, following anoutline of the section's) of the lesson he will presentto the class. Cl/SGTA observes TT teaching and conferswith him immediately after class.

Whole-lesson sessions. (5 weeks--once a week).:

TT teaches a complete lesson per week following sameprocedtires as above.

4, Grading and test experience.

During the period of practice teaching, TT receives trainingin grading assignments and tests, TT is given samples ofold quizzes, tests, and exams to look at and discuss withCl/SGTA, Papers and tests graded by TT should be given toCI to be checked before they are returned to students, UnderCl/SGTA guidance, TT prepares and grades the requiredquizzes and tests for the complete lessons he teaches.

5, Preparation of teaching materials,

TT should be given some responsibility for collecting andpreparing some of the teaching materials required by thecourse,

6. Exchange of visits.

a, TT should visit Cl/SGTA classes as well as other languageclasses in NeLL and other foreign language departmentson the campus, in order to gain insight into variousapproaches and techniques which are in practice. TT dis-cusses his observations with Cl/SGTA and/or writes ashort report on his visit(s),

b. Cl/SGTA attends all TT classes and discusses with himmatters related to teaching,

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7. Assigned readings.

Throughout the course,. Cl/SGTA refers TT to a readinglist including articles, in professional lournals and books,on foreign language learning and teaching. TT is free toread on his own and suggest new articles to be added tothe reading list.

8. Evaluation.

CI keeps a file on all his observations of 'I'T classes as wellas the meetings and discussions between them. This fileserves as a good source from which evaluation of TT teachingexperience and competence can be drawn.

9. Group meetings.

All TTs and Cls/SGTAs meet together once a month in orderto a) exchange teachiny experiences; bl discuss and analyzeteaching problems of common and general nature and make acoordinated attack on them; and c) handle unusual class situ-ations.

B. LESSON PLANS

The following are samples of lesson plans which were preparedand used by TTs and STs in the Teacher Training Program, They havebeen selected from each of the language programs in the Department ofNear Eastern Languages and Literatures and demonstrate various phasesin the training program, a) observation of classes in session (1 and 2);b) practice teaching (3,4 and 5); c) teacher training seminar (6); d)demonstration of teaching techniqt es [on videotape (7). Formal lessonplans are used for nearly all instructive purposes, but as a prospectiveteacher gains experience during the practice teaching phase; he need oniti

prepare an informal outline (51,, which should allow him to remember thepoints he wishes to cover in a given class without loosing continuity. Thelast group of lesson plans (7) accompany videotapes of lessons demon-strating various teaching techniques and the implementation of lesson plans.

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Jacqueline Murgida

LESSON PLAN(OBSERVATION)

INSTRUCTOR: Dr. Rap Rammuny.DATE:. Feb. 2, 1972,CLASS: Arabic 312.LESSON:, Basic Text, Lesson 34, EMSA,AIM: Teaching the basic text of Lesson 34,MATERIALS: EMSA textbook,TIME:. 30 minutes.

READINGS PROCEDURE

1. New vocabulary.

A. Introduction of new Instructor read each item in list aloud,vocabulary,, having students repeat in unison.

B, Reinforcement.,

C, Vocabulary explanation.

II, Basic text,

A: Reading of translation oftext.

B. New text.

C, Reinforcement.

1. Choral repetition.;

2, Individual repetition.

D. Individual reading.

Instructor had individual students reciteseveral words, going through list twice.Instructor clarified meanings of difficultwords; givinr examples of how some wordsare used from time to time,

Instructor asked students to read the Englishtranslation of the new text for about twominutes.,

Instructor read through text by phrases, re-peating each phrase twice, while studentslistened and marked vowels,

Instruct'r read through text, phrase by phrashaving students repeat each phrase in unison.

After choral repetition of one or several sen-tences, instructor had one or more individualstudents read the material just covered.

Instructor asked individual students to readseveral consecutive sentences (about 1/4 oftext.) Then he had one student read the en-tire text aloud.

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Richard L. MarrashLESSON PLAN

(OBSERVATION)

INSTRUCTOR: Mrs, Ma.DATE: 10 December 1971.CLASS: FELL 361, Intensive Chinese.LESSON:. Listening Drill, Pattern Practice, and Dictation.AIM:. To test comprehension and reinforce structures.MATERIALS:. Tape recorder and textbooks.,TIME 50 minutes,

HEADINGS PROCEDURE

I. Listening Drill..

A. Comprehension,

B. Structure identificationand practice.

II. Sight Translation.

III. Dictation.,

Instructor plays part of selection on tapeat intervals.

Then instructor asks class to answer ques-tions based on the text.

Instructor asks meaning of various idioingroups and works with individual studentsone at a time to produce given structure.,

Emphasis on rapid response to instructor'squestions,

Each student, one at a time, reads passagein text in selection entitled "English toChinese".

Recently-learned or difficult structures arerepeated by class.

Instructor switches back to tape for structurescomparable to those in passage,

Instructor asks a question of one student oranother based on the passage just completedfor which the appropriate answer is expected.

After having worked over the taped selectionas a listening drill and an introduction forsight translation, instructor plays back tapedselection--phrase by phrase--as a dictation.,

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3.

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LESSON PLAN(PRACTICE TEACHING)

INSTRUCTOR: Richard L Marrash,DATE: 30 November 1971:C LASS: Arabic 311.LESSON: Basic Text, Lesson 26, EMSA,AIM: To introduce new vocabulary items and continue reading practiceMATERIALS: I.:MSA Textbook.TIME: Thirty minutes.

HEADINGS PROCEDURE

I. Introduction.

A. New vocabulary, While students listen, recite the list of newvocabulary items:

B, Reinforcement throughproduc Lion.

II, Reading of Text.

A. New text.

B. Reinforcement.

Call upon one student at a time to recite twoor three vocabulary items until each studenthas participated, then call upon one studentto recite entire list.

Have students spend a couple of minutesreading English translation of text.

While students listen, read through the basictext once, phrase by phrase.

1, Repetition in unison, Go through text again, phrase by phrase,having entire class repeat.

2. Individuals read partsof text,

C., Production.

1, As a gr

2. As individuals,3, continued practice.

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From time to time, while class is repeatingin unison, call upon individual students toread the lines of dialogue just covered.This may be done by having one student readthe question in the dialogue and another studeiread the answer, Do this after 2,4 and 8 linesof dialogue, having the students chosen readall the lines covered up to that point.

Have the class take one (1) part in the dialoguwhile you take the other, or divide class intotwo parts, each having one part in the dialogue

Have pairs of students go through the dialogueIf time permits, continue practice in basic telhaving students make necessary number and gchanges:

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LESSON PLAN(PRACTICE TEACHING)

INSTRUCTOR: Jimal RagepDATE March 15, 1973.CLASS Arabic 312,LESSON: Grammar, Lesson 47, EMSA,AIM: To introduce the grammar items in this lesson and answer

questions concerrung time.MATERIALS: Textbooks and blackboard.TIME: 35 minutes.

HEADINGS PROCEDUREI.- Introduction. Explain to class that the grammatical items intro-

duced are, though important, for recognition onlyand need not be mastered.,

II., Suffix ". Introduce usage with preposition'r- explainingthat " is the most frequently used; then give

, . a ,other examples-t1and meanings.

III, 6-A.11 eji-"a certain king"

Give an example for each, writing it in the boardfor 2 items,. asking class to supply other 2 examples,

Point out definiteness of second noun:. give examplesusing possessive J ( j-1 .-d ) as equivalent

t".0. ..:1,1. 'to ...r"... V I el.-1Class supply similar examples.

IV, Proclamatory use of Use text and read examples from it Ask if everyoneperfect tense., understands at appropriate Junctures.

V. Hal clause.A. Explanation.. Tell class that Hal clause modifies a noun or pronoun

by giving the circumstances of the person or thingmodified: write example on board.

B. Particulars. Point out the following:A. Always begin with. _,

B, Used with equational or verbal sentencesC. Perfect verb must be preceded by or, if

negative, or e,_g

D. Imperfect preceded by ,., or if negative'V,' equivalence of imperfect to

use of participle.E. Exceptions to "D."

Verbs of sight and ones with duration overtime-inherent in meaning

C. Drills 1 and 2, pp. 455-6. Explain .vhat drill is for, do a selected numb( rof these drills as they are more or lessrepetitive;, try to dissuade questions on Hal.

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LESSON PLAN(OUTLINES)

[Prepared by William Frazier for a two-hour class in Arabic 311 to teachLesson 20 of EMSA, 3 November 1972,

1. Review imperfect singular using chart on p. 173--books closed.

2. Read model in Drill 6, p. 175 having students repeat, follow with cue/response technique.

3, Have students make transformations in Drill 8, p. 176.

4., Same in Drill 9, p. 176.

5. Introduce Basic Text of Lesson 20.

6. Explain the imperfect plural, reinforce with cued response drill.

7. Assign each of the plural pronouns,and do Drill 1, p, 179 by cued response.

8. Homework:. Write Drill 10, Lesson 20,

20

tot ' to a group

NSTRUCTOR:ATE:LASS:ESSON:ATERIALS:IM E:

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LESSON PLAN(FOR TEACHER TRAINING SEMINAR)

Richard L. Marrash.5 October 1972Teacher Training SeminarPhonology--the consonantLesson Plan Handouts, blackboard as neededTen minutes.

To demonstrate a typical pattern of class instruction utilizinga lesson plan, here a review and reinforcement of the pronun-ciation of consonant

HEADINGS PROCEDURE

. Introduction.

A, Points of Articulation,

B. Demonstration of Soundof E

1. Demonstration words:L

2 . Minimal Pair contrastIt--Demonstration words:.

cLe jta. j

. Practice.A; Repetition Drill:

(Drill 1, EMSA, p, 65)

_

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t L-CIB, Reading Drill:(Drill 2,EMSA, p. 66)

Describe points of articulation relevant to pro-duction of the sound of the consonant in non-technical terms, if possible.,

Be sure to account for all the phoneticdimensions of this sound, namely voice, velarity,and fricativeness.

Demonstrate sound t in initial, medial andfinal position.Have class repeat in unison.Demonstrate again,Point to individual students to repeat.

Continue correcting difficulties by explainingcontrast of t with along voiced/unvoiceddimensions.Demonstrate with minimal pairs, proceedingas in B.1. above

Pronounce a word with .

Class repeats in unison.Then produce a minimally contrasting wordwith, cClass repeats.Continue until list has been completed.Then call upon individual students to read con-trasting pairs.Point to individual students to pronounce a fewwords of the rill.Continue unt, each student has participated,Correct pronunciation.

21

7,

-19-

LESSON PLAN(TO ACCOMPANY ARABIC VIDEOTAPE)

INSTRUCTOR: Richard L. Marrash.DATE: 1 February 1973:CLASS: Arabic 312.LESSON: Grammar, Lesson 38, EMSA; Vert-al Noun Form II. III, IV

To introduce students to the predictability of the Verbal Nounof the derived forms.

MATERIALS: Textbooks and blackboard.,TIME: 15 Minutes.

I. Introduction., This lesson was done in Arabic during a video taping session.

Our lesson for today in the grammar section is the Verbal Noun ( malidar).Let us begin by reviewing Form I. The Form I masdar is irregular. Thefollowing are some examples of this type::

Form I Examples

) "tr.> 4-.114

Jr:J

II. Let us pass on to today's lesson: the masdar of Forms II, and IV.

A) Form II Examples-.1 ,

) W.0"'Turn to drill 4 on page 353.

B) Form III ExamplesLAI ( L) _

Notice that the verb is irregular, its masdar being ,_Turn now to Drill 5 on page 353.

C) Form IV Examples,...;J1......il - J.-0 ( j.:.21 i Ns' ) jl....5( _ j...S1

.!,

Turn to Drill 6 on page 354,

-20-

LESSON PLAN,TO ACCOMPANY ARABIC VIDEOTAPE)

STRUCTOR: Raji Rammuny.TE: February 8, 1973.

LASS: Arabic 312.ESSON: Lesson 38, EMSA.L'BJECT: Review.ATERIALS: Handouts of English passage for translation, blackboard.IM: To review vocabulary and grammatical features of Les --on 38.IME: 15 minutes.

HEADINGS PROCEDURE

Introduction. Teacher (T) tells class in Arabic that the reviewsession will include two items (a) a compositionin Arabic prepared by one of the members of theclass and (b) translation of the English passagehanded out to students the day before, T addsthat both review items are mainly intended toprovide practice in using vocabulary and gramma-tical points included in Lesson 38 and the mostrecent lessons.

. A. Oral reading of cornpo- T asks class to listen carefully as S reads hissition by Student (S) composition aid to take notes in order to identify

errors or make comments later. T then calls on Sto read his composition aloud,

B, Explanation andcorrection of errors.

I .A. English-Arabictranslation on blackboard

T asks students to point out errors (if any) madeby S and to correct them, 7' explains and correctsothers errors. Then class and T ask S questions:

T asks individual students to go to blackboard andwrite the translation of the assigned English passage,Each student translates only one sentence.

B. Explanation and correc- T calls on individual students to read aloud the trans-tion of errors lation they put on the blackboard, starting with the

first sentence. After that, he asks the class for theirreactions to the translation and then explains andcorrects mistakes.

C. Homework assignment 1' asks students to write down the translation of thewhole English passage at home and hand it to himat the next class meeting.

23

7,

INSTRUCTOR:DATE:CLASS:MATERIAL:AIM:

TIME:

-21-

LESSON PLAN(TO ACCOMPANY ARABIC VIDEOTAPE)

Ernest Abdel-Massih.February 11, 1973.Arabic 412.Textbook (MSAIL). blackboard.Discussion of the basic text of Lesson 14, 'Customs andFeasts in the Arab World'.15 minutes.

HEADINGS PROCEDURE

I. Introduction.

II. Discussion & Conver-sation.

III. Review drill.

Teacher (T) tells class that he is going to discusswith them in Arabic the contents of the basic textof Lesson 14.

T asks questions in Arabic. Students individuallyanswer his questions. T alternates this by 'trimsome statements based on the passage and thencalling on individual students ti complete thesestatements. The following are sine translations ofsome of the questions given:What is the title of this passage?What are the main points discussed in this lessonWhat did we learn about visitation and marriagein the Arab world from this lesson? etc.

T asks individual students to give the Arabictranslation of some of the English sentences in-cluded in the review drill.

2,1

INSTRUCTOR:DATE:CLASS:LESSONAIM:MATERIALS:TIME:

LESSON PLANITO ACCOMPANY PERSIAN VIDEOTAPE)

D..viti Peterson.February I. 1973.Persian 334.Dialog.To introduce dialog and drill its new structures.Selected passage.30 Minutes.

HEADINGS PROCEDURE

I. Dialog.

II. Question/Answer Session.

III. Drs II.

Get students to say, smoothly and correctly,without reference to a test, the sentences,f the dialog and to understand their meaning.

Encourage questions, in English, aboutpoints which may have remained obscureer only partially understood.

Do oral drills on the new structures whichthe dialog has introduced.

25

7.

INSTRUCTOR:DATE:CLASS:LESSON:AIM:

MATERIALS:TIME:

-23-

LESSON PLANITO ACCOMPANY TURKISH V1DEOTA PEP

Sabahat TuraFebruary 8, 1973.Turkish 356,Reading, discussion and grammar dnIls.To explain the reading section and increase fluency throughquestions and pattern practice drilla.M imeographed story: "Ali Baba and the Forty Thieves." Lesson 150 minutes.

HEADINGS PROCEDURE

1. Reading and discussion.A. Reading "Ali Baba and the

Forty Thieves" (see excerptAttached with English trans-lation.)

B. Vocabulary and StructuralAnalysis.

C. T-anslation.

D. Students' Questions.

11. Dialogue and discussion.A. Twenty-third les, on (p.227

General practice

2i;

Students continue reading and dis-cussion of story.

Certain vocabulary items andstructures are extracted by teacherIT/. Questions are asked of studentsin Turkish about these structures.Throw;. questions the meaning bezorneclear. Then to encourage the masteryof these vocabulary items and structurevariations of these are asked of eachstudent in turn.

Passage is then translated into English,o ensure comprehension of passageand grammatical construction.

Students ask each other questions inTurkish based on the paragraph justread. T corrects S's mistakes.

Dialogue is read.by rtudents who taketurns in he partti. This is repeated.Teacher asks questions in Turkish oneach part in turn with variation. Thenstudents ask each other questions base.'on the dialogue:

-24-

II. Pattern practice drills (7. 237) The questions of the drill are readThe question particles:- why, which, by. the students, Special attention ishow much, etc. given to stress and inflection., Answers

are read by next student, who thenreads next question also--and so on.

English Translation of ReadingAli Baba and the Forty Thieves

So Kasim drove his five asses to the mountain. He said, 'Openesame." The door opened, and he drove the asses in. He put on eachf the five asses as much gold as it could carry.; When he was ready torive them home again, he pointed to the door and said, "Open sepane, "ut the door did not open. He thought, 'The word is not sepane; but itas a word beginning with '8', but he did not say "sesame": so the doorid not open and he could not get out.

2i

C. SAMPLE TESTS -25-

ARABIC 311 WEEKLY TEST

PHONOLOGY AND WRITING

In each item one word will be read to you twice. Listen carefully, then

circle the word you hear.LiLo

-

LJ

J U

U

wr

u

L.

wr

.),r5

JL.

J "

L.-;

wr

PART IIJoin the letters in each item into a word.

28

Le L4 kr L4

.iJi Jr 1

.;JJ 'r

.pe

J u oy..

L.; Liv

1.7"; ' Y

-A

i

' 1

+ + - - + ;

4 Li- J I

4-- Li + LS +

LS .) 4- L.)

- + I + J +

-26-

4 p 4 (..)- .9 4

.)+J+ J4L.. Y

+ + 4- L? 'A

4--c.1+ I +,,.+Ls-i- J43 I

4 4I t t +L.?

PART III

Dictation. There will be five items, each one read twice.,

29

ARABIC 311r

(WEEKLY)

-27-

6 I

".1 r- LLJI a. Lyl I I J i I .1

6 L.L.,J ,JI L

tl="2-1 1-4-1 -,_r*-4 do-c.),...V I li". taiJ I i 4011.....V

LPL --.`j JJ1-6.

...,' L.J.,--11 JI ...A..)

Vocalize the underlined words:

Answer the following questions:

Conjugation (Vocalize verbs fully):.

3 ( 1

40,...-11 j4.7. I

L.7..J I LL I L., 1

cj,.. 1

c

1.a.. J

Ji

tjhyja...::

.1.1k "lb

Transformation: Sing. to Plurah

-28-

31

4 J j- j.."26.3 r

I ,JI I

I

I ra

.L,t

-P.'.

j..s

I -Li.) L

ARABIC 311

(QUIZ)

-29-

r n 4.,....,,,......11 ...-.0 I

,...,L..--.2...:... I

I se....1L-JI j....s.J I j ,...L.J.S-11 uribmAme 1.s. I

Give the meaning at the following words and sentences:diploma 1.72"...)

secondary ail

national40---)S

thanks .",..)J I L_.

big ;_, I.;.

American J .P*."-

building 0.4.1.1b I

doctor J-1_,..

history c". -.....,-;

new .1.4.J

This is the instructor's book.I learned Arabic in Lebanon.What did you (m. sing.) study in Baghdad'?The secretary is new.This lesson is easy.

3 2

ARABIC 312

(WEEKLY)

-10-

rir ,LA_Ljt

-I

f L.JI Jv < I I e. )

I Irri I j ...pa. A I. tr. J' L. tr. I aro.-- t_, t...... Js..- f,-1..... t _, l..... "..1.....A.1

....... ,...,---..

.,. ..to-1.. I

: .J'

,i1.,;

- - -,.i....1

.. J4.1*,

rammik ...,..

ii..1

I IWe see in the history of the Arabs many important developments. Before

the appearance of Islam, Arabic civilization had been a desert civilization.But the establishment of Islam in the countries which the Arabs conqueredintroduced new ideas into this civilization. The culture which developed be-came the basic model for Islamic society, which includes the Arab countries,North Africa, Turkey, Persia and others..

Modern developments in the Arab world include the awakening of Arabicsociety, political changes, and renovation of Arabic literature.

33

ARABIC 312

(Final Exam)

T11

-31-

1.,,A-11 I

(4.1J1 I II 1

I 0s ee.-11-11 i11J1 1 ...pit

41-J Jl.i, Law L.,..JI 0.JI Lam. J jt

Le=aalb 1.1,...-JI 0t 4,1 I LW%

0_11 r, Jyb,- Jea" J1..0-11

I .11 L. = J W e--

J = Law tr. i L. t

J* 0t

1. Vocalize the first paragraph fully.LU to-1.01 1

J I

2. Translate the second para- 1_1Jgraph into English.

B. Fill in the blanks with the correct forms of the words between parenthes( ) L. U....A 1

( jp-o ) j _II

3.7

_;2.

L) r

J.) I ) ti...U1 4,4otJ..) I I u_p_L I ra,

( J)41=.. ) rJ tAji 6.. 6.-11 L. 6

( g ) .1 JAA = yiv..+JL sri j J,J1r-1 1

( ) pJ ta.J I L.; CP 6,-1",-11

1...1 ,.:ASJ j J U A

( u li ) I

) 4.3.1. L i i l 4r.: ;A.-U1

C. Fill in the blanks with the appropriate forms required and vocalize them fully

ri

J I II I J. e

J. U f°1 "

:1/ r., t

-33-

D. Rewrite the following passage usinga) 3rd person feminine singularb) 3rd person masculine plural

jw.per; .1

U.-II 1....J1 I ja a.-UI r,J,

4ri uj.I .;_Le t..;J I .6.. I je-..S

ICJ

E. Translate into Arabic:

The changes in political thought in the Near East are seen in thenew political forms which have developed in our time (i.e. our days).Early (i.e. ancient) Islamic society was built upon the Caliph, who wasvery strong in his rule. Rut today the head of State in the Arab worldmust represent his people.

F. Write down in Arabic:a) three proverbs orb) three Koranic verses orc) three lines of poetry ordi a combination of a, b, c.

31;

ARABIC 412

(MEEKLY)

4%.00.4.) iiv.0111 4%," 1.t.. 4.0. ve./.... t 1,. e.il Jr+ p1 J 1.J ?+f JO J .1

el.,.1 ..; ..... 4.6 +,..S ( i.S..1...1 I et t.., ) ,........,t jau 1 .r... wp.:.1......a I

t e pi yo.11 LA wi elw i , L. j I. p:i L. j

I 4,,,,JAJI ,..11 pg., I

It is worth mentioning that education is an important factor inthe progress of any nation. Today the Arab world is paying greatattention to education. At all levels there education is almost free.Also, it is now obligatory at the primary level. But the Arab worldstill faces two serious educational problems; namely, the problem ofilliteracy and that of the underdevelopment of technical schools. TheEgyptian lAinistery of Education is trying to encourage technicaleducation by increasing the number of agricultural, commercial andindustrial schools as well as by guiding its citizens in a manner whichbestows prestige on (2 gives importance to) manual labor.

37

-35-

UNIVERSITY OF MICHIGANDEPARTMENT OF

NEAR EASTERN LANGUAGES AND LITERATURES3074 Frieze Bldg.

Arabic 412--Final Examination

INSTRUCTIONS:

For Question I, translate the passage into Arabic and fully vocalizethe verbs: i.e., only the verbs are to be vocalized, but the entireis to be translated.

For Question II, answer any three of the six parts.

passage

I. Under the Ottomans the Lebanese had encountered great deal ofinjustice which they had not encountered under any other rule. Manyof them were forced to flee to Egypt. Some remained there (in Egypt);those who did not remain in Egypt decided to emigrate to the U.S.

The Lebanese are known for their ambition and are famous fortheir love of adventure. The Lebanese communities (colonies) are sowfound in almost every big city in the U.S. As soon as they settleddown they realized their need for religious, cultural and social institu-tions to look after (serve) the m'mbers of their community. They builtchurches and mosques, but they did not build them until they becamerich.

At the beginning the Lebanese women complained ('to complain(about r' ) Liz ).that they did not like life in this strangecountry (ail of) which made the emigrees entice (tempt) their folksback home to emigrate in order to join them in their life in themahjar. The success of the early (first) Lebanese emigrants temptedthose in Lebanon to emigrate to the U.S.

3i

3 6- tr: p../.1ra.. jp.JI johJI .401 s',01J1 ( I)

I 4-1 Lz..JI co: I ,paJi fi t-/wre."-I1 F3 t*-11 ,a tash.a, I J ji porn .1

yr. emad...J1

toolLss 1.94 Le.r t iiA.41 I i job &Ai. war 4,r., 4 (1)ji",.,Ji) idS4J1 I/gab up. eLiramplial r I tor.; 11.04 kr:hi I witaberi I (r)

6,1 wrIJI 4.,t1.10.11 vim, v'.1 J' ts.JIjoLIJI *Job ..1, ..,,j J1 J.41,11 sp.p.,A) I (1)urrIly >::I t JU.J1 %rip ,rj t i4311:111 feJJ1

4;011 6.110, 1".1 I dierje 1 4.1 e. t,.4 j.la L.,A3 - wa-fl a.LJII IV ft .66-1 W.. was

pie ti.LS dire, as to! ,j Jar Le 6"1.11 6)ww.13 Jj I j cp.), 441 1,",..r, ..41.,,L. t V ft 1,1.,JI I 4,iri I ,rz e. 40.4JY to I fir arkaJI .1,J1

it t11 L." S 60. is Lim.. I L ( 1)

L t ie.:. UJI i JJ Lk. ., Lii I Jo tLo.'11 I e. tJ

39

.$7.

411112 In Worn MAIM(Ylatrs 1,73) 12221222

Voablary teet olorin pal eve LIA22

3911 % 30 .1.39932 103 1330Nerlirt)

.110,1,

.1r3 11301 3011 30 .2lINV

.1313 02.1.1 101 Irarig NS, 110 foloN 12 min .3

77411111771. 3 1013 1311 2 .

.0110%,%11 30 131 3 1 . %01 -00 191 33%* .1

r132,3) Izv Ilia :2-122.30' 10311 31 3110 013 .1

0%3

.11301 3%23 113 013 .2

13

.0303

"1.12231 110030 10

.1

.2

.1

11 131,3 opium.

3 10

---------.32011

%3 1,3

0000 30.100 411.1 Op

1303

-38-

Test in Modern Hebrew -- 41S (Second Semester, Second Year)(Winter 1913)

111101 OM

Verb Table:

10? 1,33

1n313 41R n,131

1,c7rin

( 1p3) :m7)171 FIR 07,11

1000 '113 1170

1,112 ',,,I) 1,n, 1 .1.1.3

0121 7219 0121 3 .1.7.3

131313 7219 11n, 1.1. I .N.,,.c.

121 7210 111n, 1 .1,3.M

122 ',VI, 0121 1 .0,7.m

1,112 7212 0131 1 .D.1.:

31212 *7171D 111111 2 .0.1..)

122 '91119 11,171 1.2.,1. .. 1 ...'2.P

1113 7 2 10 11n, .1.m.:

11112 "Pm 1,n, 1 .1.11.-D

-39-HEBREW 418

Change from Direct Speech tA Indirect Speech:

:11172 11317 nIel 1131n nwp33 1191

.nnp OlD npla nnilm +n,Dm- :ION min .1

.1

.2'111 nm npa, npol3 '3N soln 'D. :110,1 Pin

Dom +1127 nm 11o3mop- onom min .1

.1

n1,3..no OP OIDIDOD N, 13nam- :110N 01 .4

.4

..130111 31TIO OD, 11113 10 O*7110 :110N 71 .5

Change Proa Peet to Future:

.5

:1"nP71 1227 1191

7D1N IND W" .1

:112.1

0,n1 .1

.n1'1ow*7 lor .0 I'm .2

:111.2

:1"OP.2

olo,, nip on, I'm

:12D.1

:1"I1P.1

.71,1002 0"3"320 0,1110 WO .4

:134.4

:1"OP.4

-40-

.1on10-' Innen', 1131 v1 I'm .5

:121/.5

ovni1.5

0:11119Val ma WIWI

non102 lannens 70$71 c,11/1271 12 .1

111111 +neaps lyn 7111/131 .

Content Quotations:

lit3O Mt 12 K7 .1

12yrian flit j1S1e1 'elle nT .1

"On] n1170 111/21pn"

ovin21 n11mon 11, 113;02 13

?rim] 112110 lebn nIcipc 1781 .1

?Dv1D3 n211 111DM slow° 1782 .2

? saw, ,13,p plop lelon vile prize nlovol ono .1

-41-Persian 423: Quiz on derivational morphology.

- Fill the blanks with words derived by70 frogs those underlined:firdlYNF" Lla t< 65 64 1

v 4). lj.a 1 .5

1..0161

. ja.: . 1,1 r

J,* 60. 4,0 0;4 jib

f f-abtl or-Jto 4., 61.

II Fill the blanks with words derived by 4A-from those underlined:,

tor; 45 Jw ,a;/ J.A.

143)S0 LL.a s L sS J 144. a, y

f'S tvis"` JJ tm J L' Cdr J J kilA )141, r

lio. 41 U.; 54 0...aks

t" ..ts f J4 44 1.4 "Woos tai. 3 th.;44 431 Lair sS IA,.

III F111 the blanks with words derived by from those underlined:

Li 1.511)-1.` ,Ts J NA'S t.N.P; -0, No t;

(+PS use; Jstv

Q.... 45 NJ's, --)4-; I 40e 4.10 4.5jr.r. 44 I'

rel.A. rt.; 41 45)15 a,

. 41 (...13%... aS ss

4 1

-42-

fl/ - Fill the blanks with words derived from the underlined words,

J% Jo r 4 wt..; La. 1 r

J;

1

r -1Pe ti Ix I at Jib T

r::. 'J -5. vox' at JArAp je.a. 4a3 r

that. J. A-6 443

le app., :0) J u V 4.0.1

4, 5J tr. .1 ;$J S Ws 04.. AS

PERSIAN 423 FINAL EXAMINATION -43-- Fill the blanks with words derived from the underlined words by one of the

following affixes:

s

51 ads P--/J-C--' -"1-* .,-LS V"'S ,Si 1

t"..-Ce, ,..eS J.0., Um; I S

4.04js",

- I 01..0 LS I t

k...1- LSI .74 t J1 1-."--11-sa

I j I AS Le-5 1

j I a.L...).:,1

II. - Fill the blanks with the appropriate word which is related to the underlinedwords.-

aS ix-5 1

a:LS.... AS

r

Lr-C-A .Y1 J.)

M.- Supply the singular or plural.

e-i Ir

41;

L..I j jer.S

I,,

J

_AA

-44-

TURKISH 355QUIZZ

Tarkfe 355 8 Arahk 1970

A. Bosluklari doldurunuz.1., Su kalemlt. r kaca

2. Cok dOsmOs.

3. Kac bira istiniz/4. kilosu kas lira/5. Affedersiniz, iyi anlamadim.

B. cevap veriniz.1. Kathy ale Pinar neredeler?2. Kapalicarsida ne yapmak sax-03. PTT ne demek?4. Hangi renkleri seviyorsunuz?5. Okula nasal geliyorsunuz?

C. CUmle yapiruz.

1. hemen2. o halde3. tane4. mOinklIn

5. fakat

4!

-45-

TURKISH 355TEST

TURKPE 355

YAZILI YOKLAMA I Aran), 1970

A. Bosluklari asagida verilen kelimelerden en uygununu seperek doldurunui1 Kitaplarimiz galiba.

2. Dikkat et, salon otubUse binme.

3. Orasini daha evvel gormemisler mil4. Bu fihmlerin ikisi de cok5. Bunlar sizin kitaplariniz mi?6. Ara ligin onuctlydtl.

7, Sim ii onbire geliyor, degil m19S. Bu aksam evde kalacaji.n, birisinden telefon bekliyorum,9 Kattlphane surada, mOzenin hemen tarafinda.

10. 0 lokanta sehirden on kilometre

meshur, yanks, saat, yakin, aytu, zaman, dun, canka, uzakhakikaten, hip, sal, fakat, orayla, epey, ile, hepsi

B. Asatidaki cOmleleri TOrkpeye peviriniz.

1. This lesson is quite hard.2. There are beautiful pictures on the walls.3. They (reportedly) stayed a short time in Bursa,4. I'm going to have a lot of money soon.5. What else did you buy at Kapalicarsi?6. The postman came a little while ago, but there are no letters for yo

G8ntll's uncle's son will be here shortly,8. That's strange' I hear (I'm hearing) his name for the first name.9. So, you see, Kathy, everything is very expensive,

10. Who do you want to work with/

4 8

-46-

C. Aoagiciakt paragrafi Ingalizceve cevirintz.

Pinar, Ciur. Ortiz, ye Kathy ayni Omversitede bgrenctler. KathyPinarlarda kaliyor. Silt sik beraber gezmele veya alloverisegidiyorlar. Gecen Cumartest 010 ORuala eski bir futbolcununlokantasina (Miler. Kathy buranin yemeklermi pek b4.endi.Kathy gelecek hafts eski arhadaslarindan birini goeinek icin ucaklaAnkaraya girdevek. Oradan da trenle Kayseriye gitmega dtlsOnllyor,

fakat Subatin yirmihirinde Pinarin partist icin lstanbulda olmasiazirn.

D. BoVuklari uygun eklerle doldurunuz.1. oirencalerden nc Amerikah., alti Ingiliz, dokuz Alman.2. Bu resimler hangi begemyorsunuz3. Oiuz futbol rnerakli, ben yQzme

4. Otel !Dui tarur, baba eski bir Ogrenci5. Cay seker masaya koyun, Wren.6. Kim arlyorsunuz, Gon01 9

7. Here alriyor, kollar8. Postane gesin, sol ilk sokak prin.9. Sura , masa Ost

10. Bize Inci ev adres verir misimz

4 9

-47-

RKISH 355FINAL EXAM

TCHKE 355

YAZILI YOKLAMA

15 Arabic 1972

Isims

A. Alti chili kelimlerin Turkce karsiliklanni veriniz::1. Who else did you see?2, We're going to stay at another hotel.3. Everyone but you is ready.4. They both came at the same time.5. I bought these lemons for twenty-five kuruf apiece.6. Meat is fourteen lira a kilo.7. Is the upstairs for rent?8. Our place is not bad at all,1. Do you have an extra pencil with you

10. I didn't aline understand.11. Today is the fifteenth of the month.12. They want the three of us.13. How many of these are you going to take?14. Which of these pictures do you like best?15. All four seasons are beautiful in Istanbul.16. What place are you looking for?17. They've invited both of you, haven't they?18. Neither o ie of the movies is good,1'). Our gues's did not like the weather here.20. For some reason he never speaks Turkish with us.

B. Apai.daki cumleleri tamamlayiruz:1. (Kaya's leg) agriyor,2. (your address' bilmiyorum3.. (her children) his go"rmedim,4, (from her doctor) telefon bekliyoruz.

-48-

5. (by me) oturuyor.

6. (near the table) hif bir fey yok.7. (to all of you) cok tetekker ederiz.8. (always) burada plisir.9 (yesterday suddenly) hastalanmissiniz. Gecmia olsun.

10., (in which part of Turkey) oturmak istersiniz'

Gerekli takilari ekleysniz:1. Onlar kahyorum,2. Benin' arkadas taruyor musunuz '3. Ders monra ben de geleceipm,4. Bu kitap kris dersinizI5. Genel ne sormuslar"6. Acaba biz beiderler mi beklemezler mi'7: Ne ler meraklsruz?8. Bu sene hangi filimler gordenez"9. Biletler kim ahyorsunuz 9

10. Sirufimiz bir kz eirenci var.;11. Terkiye her yer gitmisler12. Genel bu den Ugur duymurs.

13. lliur senin notlar ev unutmus.14. Masada kitap Wm bilmyorum.

Ingilzceye cevirruzz1.0 kzin ismiru hatirlamaia calsiyormus.2. Iki ay evvel basladlar ama hIll bitrernediler:3. Szi saat tam beste postanenn 5nende bekl,yeceim.;4. Ey 'Olden ben Terkce calpiyoruz. yam Dc avdir.5., $imd hemen suradan bur dolmupa6. Ukur okulun doktoruna ukrayacak , Oink() bogazc cok Pena airiyor:7. Ben bu gen cok yens bur pey denemek styortim:8., ;New York'a neyle gitrriem tayslye edersin99, Herverde pazarliic etmek part mi'

10: Lokantava gitmek ucun arts* hit vakit yok. Suradan bir sandvic al.

)1

ye=

- 4q-

D. E% ALI ATION REPORTS

CLASS VISIT REPORT

GTA's Nam*:

Date:

Class:

Lesson:

Subject

Text Materials:

Time:,

Corr ments:,1. CIA's preparation and organization of material.

2. LTA's explanatory adequacy.

3. Teaching techniques used.

4. GT:vs command of target language.

5. Use of target language in class

17.9

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CLASS VISIT REPORT, PAGE 2

G. GTA's rapport with class.

T. Participation of students in classroom discus'Aons.

S. GT ft's reaction to students' responses and questions.

9. Class pace,

10. Blackboard use.

11. Class discipline.

12. Class atmosphere

13. Additional remarks:

5 I -

CI.ASs VISIT REPORT, PAGE 3

SUMMARY

Date:

Items discussed:,

Recommendations:,

Observer's signature.The observer has reviewed and discussed the contents of the Class Visit Re!with me.

GTA's signature:

54

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DEPARTMENT OFNEAR EASTERN LANGUAGES AND LITERATURES

EXPERIMENTAL COURSE EVALUATION(LANGUAGES COURSES)

The Department of Near Eastern Languages and LiteraturesExperimental Course Evaluation is a cooperative process designed bya group of students, teaching fellows and instructors representingNELL language courses. The preparation of this evaluation form andthe criteria areas included in it are based on the recognition of thefact that students' involvement in and reaction to the teaching-learningprocess is very beneficial for the improvement of instructional quality,and the instructor's performance and NELL curriculum (languagescourRs) as a whole.

INSTRUCTIONS:

This evaluation form consists of a check list of items, themajority of which are followed by four responses based on a scale of1-8 points ( 1 = lowest, 8 = highest, and 4-5 = mid-point), Pleaseread each item carefully, then circle the number of the response whichrepresents your best choice. Following each item and its responses,space is provided for additional comments pertinent to the item in question,U you feel the question is inapplicable or you are unable to make a judz,--ment, please indicate so under the comment section,

At the end of the questionnaire please make any suggestions orcomments you havc about the format of this questionnaire,

April 9, 1973

f 't )

Course No.

-53-

Instructor Date

1. Instructor's statement of course objectives, materials, techniques, etc,

Very clear8 7

Comments,

Cl.ar Somewhat clear Vague6 5 4 3 2 1

2, Course content and materials.

erl, good Adequate Somewhat adequate Bad8 7 6 5 4 3 2 1

Comments

3, Supplementary materials provided by instructor.

A great deal Adequate Somewhat inadequate None8 7 6 5 4 3 2 1

Comments:

4. Class pace.

Suitable About right Slow/ Fast Too slow /too fast8 7 6 5 4 3 2 1

Comments

-54-

5. Teaching techniques used.Very stimulating Stimulating Somewhat dull Dull8 7 6 5 4 3 2 1

Comments:

6. Language skills used.

Listening Comprehension

Comments:

Oral expression Reading & grammar

Writing practice

7. Classroom activities: Do you think there is too much emphasis on:Drills Grammar & translation Writing & Comp Directed conversationComments:

8. Assignments and reports.Just right Adequate Too few/many None8 7 6 5 4 3 2 1

Comments:

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9: Type and tuning of tests: Circle all applicable responses.Daily quiz Weekly test Mid-term8 7 6 5 4 3

Comments:.

Final2 1

10. Grades and grading system.

Very satisfactory Satisfactory Somewhat unsatisfactory Bad8 7 6 5 4 3 2 1

Comments::

11. Opportunity for diagnosis of errors after exams and assignments.Always Sometimes Rarely8 7 6 5 4 3

Comments:

12. Use of target language in classroom.Always Sometimes Rarely8 7 6 5 4 3

What is your preference'

58

None2 1

None2 1

-56-

13. Use of language lab.

As directed More than recommended Less than recommended None8 7 6 5 4 3 2 1

What is your preference?

14. Review sessions and their timing.Weekly bi- weekly Monthly8 7 6 5 4 3

Comments:

15. Instructor's knowledge of subject matter.

Thorough Adequate8 7 6 5

Comments:

Fair4 3

None2 1

Inadequate2 1

16. Instructor's preparation of daily material.Thorough Adequate Superficial Inadequate8 7 6 5 4 3 2 1

Comments:

59

-57-

17. Instructor's organization of material and efficiency in use of class time.Consistently well Adequately well Adequately Inadequately8 7 6 5 4 3 2 1

Comments

18. Student-Teacher interaction and communication,

Very positive Positive Somewhat negative Negative8 7 6 5 4 3 2 1

Comments:,

19. Instructor's awareness of students' feelings and needs.Very sensitive Sensitive Somewhat insensitive Insensitive8 7 6 5 4 3 2 1

Comments:

20, Instructor's reaction towards students' performance and attendance.Very concerned Concerned Neutral Unconcerned8 7 6 5 4 3 2 1

Comments:

CO

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21. Instructor's availability for private discussion or help.Always Sometimes Rarely Never8 7 6 5 4 3 2 1

Comments:

22. Instructor's attitude toward students.

Exceedingly patient Patient Somewhat patient Impatient8 7 6 5 4 3 2 1

Comments:

23 Instructor's efficiency and adequacy of meeting class obligations.Outstanding Very good Adequate Inadequate8 7 6 5 4 3 2 1

Comments:

24 Students' input in direction of the course.A great deal Sufficient Insufficient None8 7 6 5 4 3 2 1

Comments:

61

50-

25. Students' participation in classroom discussion and/or presentation.Very frequent Frequent Somewhat rare Rare8 7 6 5 4 3 2 1

Comments:.

26. Classroom atmosphere.

Relaxed Somewhat relaxed Formal Tense8 7 6 5 4 3 2 1

Comments,

27. Classroom management,Very good8 7

Comments

Good6 5

Fair Poor4 3 2 1

28. Ting you spend in preparation for class during the week.20-16 hrs. 16-12 hrs, 12-8 hrs. 8-4 hrs.

Comments:.

69

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29. Your reaction to the number pf contact hours in relation to credithours received:

As is Change toComments:-

30, Reason for taking the course,

Requirement Major area General interest Other8 'I 6 5 4 3 2 1

Comments:

31: Aspects) of the course you liked most.Listening comprehension Oral expression

Comments:

Reading & grammar

Writing Practice

32. Aspect(s) of the course that could he improved:

Listening Comprehension Oral expression Reading & Grammar

Writing Practice

Comments

t) t)ub ,)

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33, Language course(s) ou would like to take next,

34, Are you:

Freshman

2., 3.

Sophomore Junior Senior Grad Other

35. Your average grade point.

36.. Additional remarks:. Include your suggestions for making the coursemore interesting and meaningful,

64

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E. SOME OBSERVATIONS FOR PROSPECTIVE TEACHERS FROM THETEACII1NG SEMINAR

The following observations were derived from TT seminars and video-tape demonstrations attended by faculty members, GTAs, TTs and STsduring the academic year 1972-1973.Except for grammatical explanations, constant use of the targetlanguage in class should become a regular practice.

One must be careful no to overemphasize structures for beginningstudents, but rather ask them to accept limited explanations withthe assurance that more comprehensive ones will be forthcoming inthe second year

A lesson plan is very important in organizing the teaching-learningprocess; therefore, a beginning teacher is encouraged to prepare adetailed lesson plan in the first weeks of his teaching and to useoutlines later,

-- There is no single method or approach to be followed in teaching.The best approach is a blend of many methods and techniques de-rived from success in actual classroom experience,

-- The motive for trying new techniques or ideas in teaching shouldcome from the teacher himself rather than be iraposed on him byothers.

-- Weekly tests or quizzes are recommended in language classes inorder to review what has been learned and detect students' problems,

It is helpful to use supplementary conversations to reinforce vocabu-lary and grammatical structures learned in class and to correcterrors made by students, including errors involving stress and in-tonation.

Both linguistic and cultural matr:rial should he used in beginning andintermediate language courses.

Memorization and drills are useful as long as they are not over-emphasized,

Freedom of expression through practice of the vocahulan and granumi-tical patterns learned should be attempted as early as possible, Forthis purpose periodic short written compositions to be read aloud anddiscussed in class are recommended..

. Emphasis should be placed on both oral and written work, startingwith the elementary level. Oral work, however, should precedewriting,

-- Translation drills to be done by students in the target language hatebeen found effective in review sessions

-- It has been found effective to combine descriptive aad yes-no typequestions in discussion sessions.

F. READING LIST ON LANGUAGE TZACHING AND LEARNING

The following reading list was prepared primarily for TTs and STsenrolled in the NELL methods course (865). This year it has been ex-panded to include suggestions made by NELL faculty members and GTAs ware involved in the teaching of language classes. The list is arrangedalphabetically by author and contains recent articles, books and journals rrlacing to language teaching and learning. In addition, the list has benarranged by subject matter as follows: culture; language laboratory; languand linguistics; methodology; programmed instruction; and psycholinguisti-sAny suggestions for improving this list will be welcome.

CULTURF.

Baty. Roger M. , Inservice Training of Teachers for Cultural Awareness:A Field Experiment," 14 pp., paper presented at a meeting of theSociety for Applied Anthropology and the Council on Anthropologyand Education, Montreal, Quebec, 8 April 1972. [ED 063 426; R1E(Sep 1972) 1151.

Brooks, Nelson. 'A Guest Editorial: Culture--A New Frontier" ForeignLanguage Annals, V, 5, No. 1, October 1971, pp 54-6E,

Lado, Robert, Linguistics _Across Cultures, Ann Arbor: The Universityof Michigan Press, 1957.

Pride, .J. B., The Social Meaning of Language. London, Oxford UniversityPress,; 1971.

Richards, Jack C., 'Social Aspects of Language Learning," 22 pp., paperpresented at the 6th Annual TESOL Convention, Washington, D.C.,28 February 1972, [ED 061 829; RIE(Aug. 1972) 51].

Roberts, Elsa, "Teacher-Training for Cross-Cultural Communications,"Language Research Report No, 6, CaribrLage, Mass. LanguageResearch Foundation, 1972, 16 pp,

61;

-64-

Seelye, H. Ned, Analysis and leaching of the Cross-Cultural Context",The Britanruca H. view of Foreign Language Education, ol.. I,1968, 25 pp,

Smith, David M ed.: Sociolinguistics in (robs-Cultural Analysis, ed. bySmith and Roger W. Shuy. Washington, Georgetown University, 1972.

LANGUAGE LABORATORY

Adam, S B. and A.J. Shawcross ; '['he Language Laboratory, London:Pitman & Sons I td. ,

Brethower, Dale M. et al, Programmed Learning, a practicum, Ann Arbor,1063.

Hays, Alfred S., Language Laboratory Facilities, U.S, Goverdment PrintingOffice, Washington, D.C. Inc (Catalog No. FS 5.221:21024),

Hilton, J. B., The Language Laboratory in School, London :Methuen & Co,Ltd., 1966,

Hutchinson, Jsoeph C., The Language Laboratory How Effective Is ItWashington: U.S. Office of Education, 1964.

Hutchinson, Joseph C. and June 0, Hutchinson, Criteria for SelectingTypes of FL Laboratory Systems, New Y)rk, MLA, 1971

Language Laboratory Conference, 3rd, 1962. Structural Drill and the LanguageLab, Bloomington Indiana I'm versay. 1963.

Lebel, C. J., How to Make Good Tape-Recording, Audio Services, Inc.,New York 22, N,. (Third Edition) 1°63.

Marty, Fernand, Language Laboratory Learning, Welleslev, Mas,,achusett->,Audio-Visual Publications, 1960.-

Stick, Edward M. The Language Laboratory and lodern Language Teaching,New York: Oxford Uiversitv Press, 1c#60

LANGUAGE AND LINGUISTICS

Anshen, F. and P.A. Schrieher, A Focus transr)rmation of 1.1`,A,Language 44 (1963) 71,2-7..

-65-

lianath, B. , Prager, E.( ., and C. D. Waddle, "The t se of ContrastiveData in Foreign Language Course Development," Trends in Languageleaching, ed. Albert . aid dan, New (mit:, McCraw- loll, , 1566.

pp 15-16.

iteenton, F. I.-., The Xrutbic Language Today, London Hutchinson, 1970.

Birkeland, IL. Stre!..-; Patorn,. in Arabic, Avhandlinger utu av Det NorskeidenskW77kad: r 0;lo, Hest. Kiasse e, Oslo, I.g, XXXII. 384-

(19561 ( . gu,on. 1954,

Bishai 11,. B. Concise Grammar of Literary Arabic. A New ApproachKendall, Hunt Publishing Company. Dubuque, Iowa, 1971.

Blachere, R. Elements de l'arabe classique, 4e ed ,G P. Maisonneuve, Paris,

Bolinger, Dwight, "The Influene . of Linguistics: Plus and Minus," 23 Pp..paper presented at the 6th Annual TESOL Convention, Wastungton,D.C. 28 February 1972. [ED 060; RIE (July 1972) 75].

Brame, %I, Arabic Phonology Implications for Phonology_ al Theory andHistorical Semitic, N.1.1, T. di "-lertation 1970,

Bravrnann, M.M., Studies in Arabic and General Syntax; Tortes Arabeset Etudes Islamiques11, Le aire. JAOS LXXV11.248 (1957).A. Ferguson, Arabica 11.117 (1955) ft. Blachre. Cairo 1953,

Brown, IL Douglas,. 'C'ognitive Pruning and Second Language Acquisition,"Modern I anguav Journal, 56 (1972) 218-222

Brown, H. and lielluga, 'Threc Frocesses in the Child's Acquisitionof Syntax," Nev, Directions in the Study of Language, Eric Lenneberg,

, Cambridge: The 1.1.1 T. Press, 1964, pp, 131 -161.

Hulos, \ , I he Arabic triliteral verb a con parative stuff 'if grammaticalconcepts and processes, Beirut Khaats. 1965

, 'sn.ui-rna sul in classical Arabic and the relative pronoun inF.ngl .sh, a iontrasti%e :tuth," LL 10 1960, 47-53:

Burstall, ( A :.ItuL4 of the Cognitic,e Affective and Socioeconomic Factorsing "-c ond-Lang tage Acquisition,' 11 pp., paper presented at

tho ERA knnu,i1 1.1ewing, hicago, 5 April 1972, [ED 060 756; RIEILL. 1'172) 78;.

-66-

Buteau, M., "Students' Errors and the Learning of French as a SecondLanguage," International Review of Applied Linguistics, 8 (1970)133-45.

Carroll, John B. 'The Contributions of Psychological Theory and Educa-tional Research to the Teaching of Foreign Languages," Trends inLanguage Teaching, Albert Valdman, ed., New York:, McGraw-IfillInc., 1966, pp. 93-106.

Cheine A., The Arabic Language, University of Minnesota Press, 1960.

Choi-risky Noam, 'A Review of Verbal Behavior by B. F. Skinner," Language35 (1959) pp, 2G -58.

Linguistic Theory, Readings in applied TransformationalGrammar (Mark Lester), New York:. Holt, Rinehart & Winston, Inc.1970.

Cook Vivian J. 'The Analogy Between First and Second Languar Learning,"International Review of Applied Linguistics, 7 (1969) pp. -216.

Corder, S. P., "The Significance of Learner's Errors," International Reviewof Applies Linguistics; 5 (1967) pp. 161 -170.

"Idiosyncratic Dialects and Error Analysis," InternationalReview of Applied Linguistics, 9 (1970) pp. 147-160.

Cowell M. W. A Reference Grammar of Syrian Arabic, Georgetown I niver-say Press, 196;',.

Dato, Daniel P. , 'The Development of the Spanish L'erb Phrase"in Childrn'sSecond-Language Learning, Paul Pimsleur and Terence Quinn, eds.,Cambridge:, University Press, 1971, pp. 19-33.

Ervin, S. U. and C, E. Osgood, Second Language Learning and Bilingualism,"Journal of Abnormal and Social Psychology, Supplement, 49 (1954) op.139-146.

Ferguson, Charles A. and William A., Stewart eds Linguistic ReadingTeachers of Nlodern Languages, Washington D.C. Center

for Applied Linguistics of the Modern Language Association ofAmerica 1963. 114 pp

Ferreira Emilia and liermina Sinclair, 'Temporal Relationships in Language,"International Journal of Psychology, 6 (1971) pp. 39-47.

-67-

Fleisch. II., L'arabe Classique:. Esquisse d'une structure linguistique,Beirut, 1956.

Hanna, Sarni A. and Naguib Greis, "Dialect Variations and the Teaching ofArabic as a Living Language," Foreign Language Annals, V., 4, No.2, December 1970 pp. 173-178.

Haugen, Einar, On the Meaning of Bilingual Competence," Studies inGeneral and Oriental Linguistic-5, 1970,

Jones, Sir William, "A Grammar of the Persian Language" English,Linguistics 1500-1800, No. 13'). The Scholar Press Limited,'.1enston, England 1969,

Lambert., Wa llac.e E. "Developmental Aspects of Second Language Acquisi-tion," Language. PAycholog and Culture: F:ssays by Wallace E.Lambert,. Stanford, Calif.: Stanf 1rd University Press, 1972, pp. 9-31.

Lambton, A. h. S. , Persian Grammar, Cambridge University Press, 1967.

Lazard, Gilbert, Gramma.re du Persan Contemporaire, Paris, Litrairie C.Klindasicci ,, 1037,

Dario, Robert,: Annotated Bibliography for Teachers of English as a ForeignLanguage:, Washington, D.C. 1'. S. Government Printing Office, 1955,244 pp.

McDreugall D.C., ''A Description of the Functional System of the Spanishkerb, Proreeding_s of the Pacific Northwest Conference on ForeignLanguages, 22nd Annual Meeting, Vol. 22, pp. 246-56.

'Modern Language Association of America, MLA International Bibliographyof Books and Articles on the Alodern Languages and Literatures,New York, New York University Press, 1961- (an annual publication

:Moulton, William G.., "Linguistics and 1.anguage reaching in the: UnitedStates, 1940-1960," in Trends in European and American Linguistics.trcht, 1062, pp, 82-109. I,'rom Modern Language Journal, V. 48,

No. Niareh 1c)64, p. 146 (footnote).

Nickel, (,'chard,, ed.. Papers in Contrastive Linguistics. V. 1, London:ambridge I no.ersity Press., 1971.

011er Iohn W. "Contc.e.tive Analysis, Difficulty, and Predictability,"Forikri Language Annals, Vo. 6, No, 1, October 1972, pp. 95-106.

Oman, i it. l'a h.i'ivrit ha xada ;ha le ru Inbal Publishing Hourse,

70

-68-

Po taxer, Robert L., 'The Impact of Linguistics on Language Teaching..Past, Present and Future" Modern Language Journal, \.' 48, No. 3,March 1964, pp. 146-151.

Ravem, Roar, "Language Acquisition in a Second Language Environment,"International Review of Applied Linguistics, 6 (1968) pp. 175-183.

Richards, .lack, ''A Non-Contrastive Approach to Error Analysis,," EnglishLanguage Teaching,: 25 (1971) pp. 204-219.

"Error Analysis and Second Language Strategies," LanguageSciences,. No 17 (1971) pp. 12-22:

Rivers, WI lga M., "Linguistic and Psychological Factors in Speech Percep-tion and Their Implications for Teaching Nlaterials," The Psychologyof Second Language Learning, Paul Pimsleur and Terence Quinn; eds.,Cambririae: University Press, 1971, pp. 123-134.

Rubinstien, Eliezer, Uamshpat hasheman, Israel Hakibbutz HarneuchadPublishing House, Ltd., 1068.

Haceruf hapoali, Israel:. Hakibbutz Ilameuchad PublishingHouse, Ltd., 1971,

Selinker,. Lam:, "Language Transfer," General Lingue'tics, (1969) pp. 67-72.

"Inter language," International Review of Applied Linguistics(in press).

Sinclair-De ZIAart H., Acquisition du langage et developpement di. 'a pens6e-.sous-sy-Acmes linguistiques et operations concretes, Paris. I)unod, 1%7.

Strain .3eries E., "A Contrastive Sketch of the Persian and English SoundSystems" IRAL, 611: 55-62,, 1968.

Vygotsky, L. S. Thought and Language, Cambridge: Fhc . Press,, 1062.

Wardhaugh, Ronald 'The Contrastive Analysis Hypothe...is" TESOI,Quarterly, 4 (1970) pp. 123-130,

Weinr ich rriel, Languages in Contact, The Hague Mouton t n. 1%4

Wright, 6t., A Grammar of the Arabic Language, Cambridge I'nr'.er,ihPres..., 1962.

Vushmanev, N. V., The Structure of the Arabic I.anguagc, tran.-.1ated bt,Perlman, 1961 (1934).

71

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NIETHOD01.00

Abboud, P. et al. , Elementary Modern Standard Arabic, Inter-UruversityCommittee for Near Eastern Languages, Ann Arbor, Micnigan, 196

Ausubt I, David P. , Learning Theory and Classroom Practice, Toronto:The Ontario Institute for Studies in Education Bulletin No, 1, 1967.

Bockman Jos,.1 F., and Ronald L. Gougher eds. , Individualization ofForeign Language Learning in America; IV, West Chester, Pa.West Chester State College, 1972. 13 pp, [ED 061 828; RIE(August 1972) 511.

The Britannica Review of Foreign Language Education, V. 1, Edited byEmma Marie Birkmaier. Encyclopaedia Britannica, Inc. Chicago.

Brooks,. Nelson, Language and Language Learning, Theory and Practice,2nd ed. , New York:. Harcourt, Brace, and World, 1964, 300 pp. ,diagg. 21 cm.

Brooks, Nelson, "The Ideal Preparation of FL Teachers," Modern LanguagJournal, February 1966, 8 pp.

Bruder, Mary Newton and Luddy Hayden, 'Teaching Composition: A Reportoh a Bidialectal Approach," 26 pp. paper presented at the 6thAnnual TESOL. Convention,. Washington, D.C. 28 February 1972[ED 062 885 RIE (September 1972) 431,

Busse, Bonnie B. , "Innovation in the Professional Preparation of ForeignLanguage Teachers, " Bulletin of the IFLTA 4 (April 1972) 8 pp,[ED 061 847,; RIE (August 1972) 541.

Carroll, J. B. and S. NI. Sapon Modern Language Aptitude Test, NewYork:. Psychological Corporation, 1959.

Clark, John D. U. Foreign Language Te3tmg: Theory and Practice.Philadelphia:. The Center for Curriculum Development, Inc: 1972.

Crothers E., and P. Suppes, Experiments in Second-Language Learning,New York. Academic Press,, 1967:

7')

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Edgerton, Milk F.. Jr. , "A Guest Editorial. 1 raining the Language Teacher--Rethinking and Reform," Foreign Language Annals, 5, ,No, 2,.December 1971, pp, 197-203.

Ekmekci, Ozden, "Teaching Composition through Comprehension:. A Surveyof Teaching English Composition to Foreign Students and Its Applica-tion to the English Program at the Middle East Technical t niversityin Turkey, 97 pp. , M.A. Thesis,. t ni%ersity of Texas at Austin, 1971,[ED 060 739; RIE (July 19721 761.

Filipovic, Rudolf, ed.;, Active Methods and Modern Aids in the Teaching ofForeign Languages, London: Oxford University Press, 1972,

Green Jerald ft., Kinesic.3 in the FL Classroom.. New York, MLA, 1971,

Grew, .lames II., Toward Better Classroom Teaching, Modern LanguageJournal, February 1964 6 pp.

Hanzeh, Victor E. , ed., New Teachers for New Students.. New York,Washington FL, Program and ACTFL, 1970,

Harrell, Dolly D,, The Question as a Technique in FL Teaching. New YorkMLA 1971,

Harms, David P. , Testing English as a Second Language. New York:. McGraw-Hill Book Co., . 1969.

Heaton, f. B., Composition Through Pictures. LDndom Longman, 1966.

Hilgard, Ernest R. and Gordon F! Bower, Theories of Learning, New 1 orkAppleton-('entury-Crofts 1965.

Hok, Ruth, ''Oral Exercises, Their Type and Form," Modern LanguageJournal, April 1964, 5 pp.

Huebner, Theodore, 1895- flow to Teach Foreign Language Effechvely,New York. New York Cniver,ity Press, 1n59. 198 pp. 22 cm.

Jakobovits, Leon A. , 'Y.)n Becoming a Language Teacher," 18 pp., paperpresented at the 6th Annual TEsol, Convention, Washington, D.(20 February 1972 [ED 061 830; RIE (August 1972) 52].

.Jarvis, Gilbert A. and Witham \. Hatfield, "The Practice Vanabb- AnExperiment,' Foreign Language Annals, 4, No. 4, May l971,pp. 401-410.

7,3

-71-

Krear. Seafina and Frank fhe Role of the Teacher Aide in SecondLanguage Programs," Calif. Assn. TES01. Newsletter 3 (Spring19721 6 pp. 1E3 061 798, WE (August 1972) 48 J.

Lado Robert, Language Testing; the Construction and I_ se of ForeignLanguage Test; a 1 eacher's Rook, London: Longruans, 1961, 389 pp.

Lakoff Robin, 'Transformational Grammar and Language Teaching,"Language Learrung, 19 (1960) 117-133.

Lambert, Wallace and R. Gardner, Attitudes and Mot ivation rnSecond Language Learning, Rowley, Mass.: Newbury HOUir, 1972

Lambton, A. K. S. , Persian Vocabulary,, Cambridge:. University Press, 1966,

Larnendella, John T. , 'On the Irrelevance of Transformational Grammarto Second Language Pedagogy," Language Learning, 19 (1969) pp.255-270.

Lee, Richard R. "Performance Criteria for Teachers: Design of a Modelfor Innovation," 12 pp. , paper presented at the 6th Annual TESOLConvention, Washington, D.C. 1 March 1972) 721.

McArdle, Richard L. , 'Teacher Education, Qualifications, and Supervision,"The Britannica Review of Foreign Language Education, V: 1, 1968,21 pp,

Michel, Joseph,. Some Techniques for Teaching Vocabulary, by Joseph Micheland Paul Patin. New York, MLA, 1972.

Moskowitz,, Gertrude; 'The Effec' s of Training Foreign Language Teachersin Interaction Analysis," Foreign Language Annals, V. 1, No 3,March 1968, pp. 218-235.

, "Interaction Analysis Gives Insight into Student-TeacherExchanges, " Foreign Language Beacon 7 (Spring 1972) 4 pp.. [ED 062894. RIE (September 1972) 441.

Newmark, and D. Reibel, "Necessity and Sufficiency in Language Learning,Readings in Applied Transformational Grammar,. Mark Lester, ed.;New York Holt,, Rinehart and Winston, Inc. , 1970, pp. 228-252,

Northea,t Conference on the Teaching of Foreign Languages, 1971 Reportsof the 1.%orking Committees:. Leadership for continuing development,ed. by Jame; W. Dodge. New York: MLA, 1971..

7,1

-72-

Northeast Conference on the reaching of Foreign Languages, 1972;Reports of the Working_ Committees: Other words, other worlds:.Language-in-culture, ed. by James W. Dodge, New York:. MLA, 1972,

Oates, Micl,ael D. , "Principles and Techniques for Stimulating ForeignLanguage Conversation," Foreign Language Annals, 6, No, 1,October 1972, pp.. 68-72,

Paper, Herbert EL, and M.A. Jazayery, The Writing System of ModernPersian, Washington, D. C. , 1955.

Politzer Robert L., Some Reflections on "Good" and "Bad" LanguageTeaching Behaviors, Language Learning, Vol, xx, No. 1,, June 1970.

Schumann, John, Communication Techniques. Washington, Peace Corps,. 1970.

Spolskv, Bernard, 'Attitudinal Aspects of Second Language Learning," LanguageLearnig, 19 (1969), pp. 271-286,

Stern,. H.. EL. "First and Second Language Acquisition," Perspectives onSecond Language Acquisition, Toronto: Modern Language CenterPublications No. 1, The Ontario Institute for Studies in Education,,pp, 57-66.

Swanson, Maria Antonieta Nledina, 'Interaction Analysis in Foreign LanguageTeaching, A Rationale,. " 65 pp. M. A. Thesis, Univers.ty of Texasat Austin, 1971. [ED 060 736; RIE (July 1972) 75].

Upshur :John A., 'A Search for New Reading Tests" 12 pp., paperpresented at the Gth Annual TESOL Convention, Washington, D. C.1 March 1972. [ED 061 365., RIE (August 19721 46].

\'alette, Rebecca M., Modern Language Testing.. A Handbook. New York,Harcourt; 13race & World, Inc. , 1067.

''re,,ting," The Britannica Review of Foreign LanguageEducation, V. 1, 1968, 31 pp.

Walsh, Donald D., 'The Preparation of modern-foreign-language leachers,"Modern Language Journal, 48, No,: 6, Octo;.er 1964; pp. 352-255.

Zirkel, Perry Alan, "Aural-Oral Skills and Different Models of BilingualEducation,, 10 pp.,, paper presented at the 6th AnnaalConvention,: Washington., D.( ., 20 February 1972. [ED 061 792

(August 19721 171.

7.5

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PROGRAMMED INSTRUCTION

Centre for Information on Language Teaching, A Language - TeachingBibliography, 2nd ed.: Cambridge: University Press, 1972.

N1cCarus, Ernest N. and Raji M. Rammuny, A Programmed Course inModern Litera -y Arabic Phonology and Script, The University ofMichigan, Ann Arbor, Michigan, 1970.

Ornstein, Jacob, Programmed Instruction and Educational Technology inthe Language Teaching Field, by Ornstein, Ralph W. Ewton, Jr.,and Theodore H. Mueller. Philadelphia, Center for CurriculumDevelopment, 1971,

Skinner, B. F. , "Teaching Machines , " Science, 1958, pp. 128.

PSYCHOLINGUISTICS

Briere, Eugene J., A Psycholinguistic Study of Phonological Interference,The Hague: Mouton, 1969.

i:rvin, S.M., "Imitation and Structural Change in Children's Language,"New Directions in the Study of Language, Eric Lenneberg, ed.,Cambridge:. The M.I.T, Press, 1964, pp. 163-189.

Goodman, Kenneth S., "Psycholinguistic Universals in the Reading Process,'The Psychologz of Second Language Learning, Paul Pimsleur andTerence Quinn, eds., Cambridge: University Press, 1971, pp, 135-14

Guiora, Alexander, et al., 'The Effect of Experimentally Induced Changesin Ego States on Pronunciation in a Second Language," (Mimeographed1971.

Jakobovits, Leon A., Forekgn Language Le.rning: A Psycholinguistic Analy-sis of the Issues, Rowley, Mass.:. Newbury House Publishers, 1970.

, 'Implications of Recent Psycholinguistic Developmentsfor the Teaching of a Second Language," Readings in AppliedTran6formational Grammar, Mark Lester, ed. , New York: Holt,Rinehart and Winston, Inc., 1970, pp. 253-276.

Lambert, Wallace E., A Social Psychology of Bilingualism, The Journalof Social Issues, Vol. No 2, April 1967,

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McNeill, David, The Acquisition of Language: The Study of DevelopmentalPsycho linguistics, New York:. Harper & Row, 1970:

Menyuk, Paula, The Acquisition and Development of Language, EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1971.,

Aida,, Eugene A., "Sociopsychological Problems in Language Mastery andRetention," The Psychology of Second Language Learning, PaulPimsleur and Terence Quinn, eds., Cambridge:. University Press,1971, pp., 59-65.

Reibel, D, A.., "Language Learning Strategies for the Adult," ThePsychology of Second Language Learning, Paul Pimsleur andTerence Quinn, eds. Cambridge: University Press, 1971, pp. 87-06.

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